Amber Tolman

Grade Level/Subject: 4/SS, Reading

Direct Instruction Lesson Plan Template

Central Focus: People of the Piedmont/Text Structures

Essential Standard/Common Core Objective: 4.C.1.1: Explain how the settlement of people from various cultures affected the development of regions in North Carolina (specifically the Piedmont region) Date submitted: RI.4.5: Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text

Date taught:

Daily Lesson Objective: After getting on a train (pretend) to Raleigh (field trip on Thursday), students will read an informational text article on the Peoples of the Piedmont. Students will use their Reading notebooks (has notes on text structures) to help them identify a few different text structures within the article. After sharing examples of different text structures with the rest of the passengers, students will be required to hand in 3 coins (assessment paper of what they learned) of information on the Piedmont of North Carolina. 21st Century Skills: Academic Language Demand (Language Function and Vocabulary): Language function: piedmont, text structure; essential vocabulary: piedmont region, all types of text structures; syntax: using the article to absorb piedmont information and identify text structures Prior Knowledge: According to the RI.3.5, students should be able to identify text features (this will help them better identify text structures). Also, according to 3.C.1, students should be able to understand how diverse cultures are visible in local and regional communities.

Activity

Description of Activities and Setting You all have been learning about the Mountain region of NC in your theme studies. You have also been learning how to identify text structures in informational texts. Can someone tell me at least two different text structures? (Answer: cause/effect, compare/contrast, problem/solution, etc.) Great! Today we will be learning about the Piedmont region of NC, specifically the people of the Piedmont. Also, we will be practicing our text structures again. You will be completing these activities with an article provided about the Piedmont. Understanding the Piedmont of NC will help us better understand the society around us today. Learning about the Piedmont in our article, we will discover different details than that of the Mountain region. As discussed in the article, you will learn about the Hogue Site, Wall Site, Villages and Pee Dee Culture. By skimming over the articles, can anyone tell me some key words they might see to help us learn about the sites, villages or culture? What about some key words for identifying the text structures in the article? The teacher will read sub-titles within the article to help jump-start the students reading on their own. They can work with a partner (the person sitting next to them on the train) to read the information on the Piedmont and identify text structures. The teacher and the two assistants will be monitoring the students as they absorb the social studies and reading content. Students will be reading the article on their own (it is 7 pages so there is plenty to read over the time period given between guided and independent practice) and learning information about the Piedmont region of NC and identifying different types of text structures. Students can begin thinking of the 3 ideas they want to use with their coins and share with the class during closure.

Time

1. Focus and Review

3 min.

2. Statement of Objective for Student

1-2 min.

3. Teacher Input

15 min.

4. Guided Practice

15 min.

5. Independent Practice

10-15 min.

6. Assessment Methods of all objectives/skills:

7. Closure 8. Assessment Results of all objectives/skills:

Students are handing in 3 coins (exit slip) of 3 key things they took from the article on the Piedmont of NC. These 3 key things can be Piedmont discoveries or examples of informational text structures about the Piedmont of NC. Criteria for the 3 coins are as follows: Full Mastery: All 3 coins contain accurate information Partial Mastery: 2 out of 3 coins contain accurate information No Mastery: 1 or no coins contain accurate information *Accurate information includes any referable information (text structures or info) about the Hogue Site, Wall Site, Villages or Pee Dee Culture After all students have exited the train, have the students gather on the front carpet. By raising hands, have students share some of their coins (items they 5 min. learned) today of the Piedmont and examples of text structures within the article.

Targeted Students Modifications/Accommodations:

Student/Small Group Modifications/Accommodations: Struggling Learners: Students will be pulled as a small group and given a more guided approach to the article. An assistant (Mr. Jeff or Mr. David) will host the small group and give them any guidance necessary to meet the standard objective.

Materials/Technology:
(Include any instructional materials (e.g., worksheets, assessments PowerPoint/SmartBoard slides, etc.) needed to implement the lesson at the end of the lesson plan.)

-Peoples of the Piedmont Article (21- 1 per student) - 3 coins (63- 3 per student, 21 packets of coins) References: www.learnnc.org//lp/editions/nchist-twoworlds/2643 Reflection on lesson: